PENINGKATAN KOMPETENSI PEDAGOGIK GURU DI SDIT ALAM GOLDEN SCHOOL SOLOK SUMATERA BARAT

Mutia Miftachul Jannah, NIM.: 20204012022 (2022) PENINGKATAN KOMPETENSI PEDAGOGIK GURU DI SDIT ALAM GOLDEN SCHOOL SOLOK SUMATERA BARAT. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

Teachers with teaching skills are essential for achieving the desired learning outcomes. The skills possessed by the teacher are the result of a continuous learning process. Based on this statement, teachers need to carry out learning both individually and in groups. However, it was discovered in the field that many teachers had pedagogikal competence issues, such as not understanding the character of their students, not understanding the foundation of teaching, and even some teachers only prioritized the interests of teaching administration over implementing the learning process in the classroom.This study aims to determine the problem of teacher pedagogikal competence at SDIT Alam Golden School, to find out the school's efforts to improve teacher pedagogik competence at SDIT Alam Golden School, and to determine the pedagogik competence of teachers at SDIT Alam Golden School. This study used a qualitative, descriptive field research method at SDIT Alam Golden School Solok in West Sumatra. Data collection in this study used observation methods, including observing the school environment, the process of increasing pedagogikal competence, in-depth interviews, and documentation of school administration and activities. After all the data is found, the data is processed through qualitative analysis. The data validation technique uses data triangulation. After carrying out the research, it was found that first, teachers at SDIT Alam Golden School faced pedagogik competency problems in the form of not understanding the foundation of education, not being able to understand the character of students, not being able to develop curriculum, not being able to condition classes, not designing learning, and not utilizing technology in creating media learning. Second, the efforts made to improve teacher pedagogik competence are divided into 4 activities, namely: 1) carrying out workshop activities; 2) open discussions; 3) training; and 4) evaluating and upgrading teacher abilities in teaching in Human Resource Department develop curriculum, not being able to condition classes, not designing learning, and not utilizing technology in creating media learning. Second, the efforts made to improve teacher pedagogik competence are divided into 4 activities, namely: 1) carrying out workshop activities; 2) open discussions; 3) training; and 4) evaluating and upgrading teacher abilities in teaching in Human Resource Department (HRD) activities. Efforts to improve the pedagogikal competence of teachers are carried out in the context of creating quality teachers and helping to achieve real educational goals. Third, after receiving training, teachers have the following competencies: 1) they understand the foundation of education based on state regulations and an Islamic perspective; 2) they can create learning media (worksheets, action plans, timelines, modules, questions based on HOTS (High Order Thinking Skills), assessment rubrics, and designing activities on the basis of project-based learning; and 3) they are better able to understand psychology and the differences in education.

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